Biblioteca Digital de VanguardiaImages that make childhood visible: photographic language in the childhood education
With the advancement of technological resources and discussions around pedagogical documentation, photography has gained more and more space in the educational environment. It is common to see the dissemination of images of children in the educational environment in evaluations, websites of institut...
| Autores principales: | , |
|---|---|
| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Pontifícia Universidade Católica de São Paulo
2021
|
| Materias: | |
| Acceso en línea: | https://revistas.pucsp.br/index.php/pontoevirgula/article/view/51552 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/51014 |
| _version_ | 1782340113440702464 |
|---|---|
| author | da Maia, Gilvana Menslin Oliveira dos Santos, Genecilda |
| author_facet | da Maia, Gilvana Menslin Oliveira dos Santos, Genecilda |
| author_sort | da Maia, Gilvana Menslin Oliveira |
| collection | Repositorio |
| description | With the advancement of technological resources and discussions around pedagogical documentation, photography has gained more and more space in the educational environment. It is common to see the dissemination of images of children in the educational environment in evaluations, websites of institutions and school murals. Thus, the problem of the present study was delimited: how can the photographic language give visibility to the actions of children in the instruments of communication with families? Qualitative research with documentary approach was defined as methodology. In the present study, narratives elaborated in 2019, using photographs, were analyzed by a teacher who works with 4-year-old children in the public school in the city of São José do Rio Preto. The data were categorized into two main axes: narratives from the investigative sessions and narratives from moments present in the routine. The data were analyzed from the perspective of the authors Salkeld (2014) and Lima (1995) on the photographic language. Regarding photography in education and pedagogical documentation Fochi (2019a) (2019b), Hoyuelos and Riera (2019) and Rinaldi (2014). The results of the documentary analyze point to the possibility of using photography, which is understood as a language and the record of the children’s investigation processes. It was observed in the analyzed instruments the presence of images that seek to highlight the children’s actions and thoughts, both in the moments proposed by sessions, as in the moments arising from children’s initiatives in everyday actions. Another point of analysis was written language, realizing the teacher’s concern with articulating the two languages, going beyond the description of images and using writing to inform and build narratives that value children’s actions in a dynamic in which image and text complement each other. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO51014 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2021 |
| publisher | Pontifícia Universidade Católica de São Paulo |
| record_format | greenstone |
| spelling | clacso-CLACSO510142022-03-17T18:08:00Z Images that make childhood visible: photographic language in the childhood education Imagens que visibilizam as infâncias: A linguagem fotográfica na educação infantil da Maia, Gilvana Menslin Oliveira dos Santos, Genecilda Early Childhood Education Photographic Language Childhoods Pedagogical Documentation Educação infantil Linguagem Fotográfica Infâncias Documentação Pedagógica With the advancement of technological resources and discussions around pedagogical documentation, photography has gained more and more space in the educational environment. It is common to see the dissemination of images of children in the educational environment in evaluations, websites of institutions and school murals. Thus, the problem of the present study was delimited: how can the photographic language give visibility to the actions of children in the instruments of communication with families? Qualitative research with documentary approach was defined as methodology. In the present study, narratives elaborated in 2019, using photographs, were analyzed by a teacher who works with 4-year-old children in the public school in the city of São José do Rio Preto. The data were categorized into two main axes: narratives from the investigative sessions and narratives from moments present in the routine. The data were analyzed from the perspective of the authors Salkeld (2014) and Lima (1995) on the photographic language. Regarding photography in education and pedagogical documentation Fochi (2019a) (2019b), Hoyuelos and Riera (2019) and Rinaldi (2014). The results of the documentary analyze point to the possibility of using photography, which is understood as a language and the record of the children’s investigation processes. It was observed in the analyzed instruments the presence of images that seek to highlight the children’s actions and thoughts, both in the moments proposed by sessions, as in the moments arising from children’s initiatives in everyday actions. Another point of analysis was written language, realizing the teacher’s concern with articulating the two languages, going beyond the description of images and using writing to inform and build narratives that value children’s actions in a dynamic in which image and text complement each other. Com o avanço dos recursos tecnológicos e as discussões em torno da Documentação Pedagógica, a fotografia tem ganhado cada vez mais espaço no ambiente educacional. É comum ver a divulgação de imagens das crianças no ambiente educativo, seja nas avaliações, nos sites das instituições e nos murais escolares. Assim, delimitou-se a problemática do presente estudo: como a linguagem fotográfica pode dar visibilidade às ações das crianças nos instrumentos de comunicação com as famílias? Definiu-se como metodologia a pesquisa qualitativa de abordagem documental. No presente estudo, analisaram-se narrativas elaboradas no ano de 2019, com a utilização de fotografias, por uma professora que atua com crianças de 4 anos na rede pública da cidade de São José do Rio Preto. Os dados foram categorizados em dois grandes eixos: narrativas oriundas das sessões investigativas e narrativas advindas de momentos presentes na rotina. Os dados foram analisados sob a ótica dos autores Salkeld (2014) e Lima (1995) sobre a linguagem fotográfica. Referente à fotografia na educação e Documentação Pedagógica, teve como base Fochi (2019a) (2019b), Hoyuelos e Riera (2019) e Rinaldi (2014). Os resultados das análises documentais apontam para a possibilidade do uso da fotografia, sendo esta compreendida enquanto linguagem e como registro dos processos de investigação das crianças. Observou-se, nos instrumentos analisados, a presença de imagens que buscam evidenciar as ações e os pensamentos das crianças, tanto nos momentos propostos por sessões, quanto nos momentos advindos das iniciativas infantis nas ações do cotidiano. Outro ponto de análise constituiu-se na linguagem escrita, percebendo-se a preocupação da professora em articular as duas linguagens, indo além da descrição das imagens e utilizando a escrita para informar e construir narrativas que valorizam as ações das crianças em uma dinâmica na qual imagem e texto se complementam. 2021-01-22 2022-03-17T18:08:00Z 2022-03-17T18:08:00Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://revistas.pucsp.br/index.php/pontoevirgula/article/view/51552 10.23925/1982-4807.2020i28p42-57 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/51014 por https://revistas.pucsp.br/index.php/pontoevirgula/article/view/51552/34499 Copyright (c) 2021 Ponto-e-Vírgula : Revista de Ciências Sociais application/pdf Pontifícia Universidade Católica de São Paulo Ponto-e-Vírgula : Revista de Ciências Sociais; n. 28 (2020): 2° Semestre de 2020 - Dossiê "Educação, Infâncias e Juventudes: Direitos e Contextos"; 42-57 1982-4807 |
| spellingShingle | Early Childhood Education Photographic Language Childhoods Pedagogical Documentation Educação infantil Linguagem Fotográfica Infâncias Documentação Pedagógica da Maia, Gilvana Menslin Oliveira dos Santos, Genecilda Images that make childhood visible: photographic language in the childhood education |
| title | Images that make childhood visible: photographic language in the childhood education |
| title_full | Images that make childhood visible: photographic language in the childhood education |
| title_fullStr | Images that make childhood visible: photographic language in the childhood education |
| title_full_unstemmed | Images that make childhood visible: photographic language in the childhood education |
| title_short | Images that make childhood visible: photographic language in the childhood education |
| title_sort | images that make childhood visible: photographic language in the childhood education |
| topic | Early Childhood Education Photographic Language Childhoods Pedagogical Documentation Educação infantil Linguagem Fotográfica Infâncias Documentação Pedagógica |
| url | https://revistas.pucsp.br/index.php/pontoevirgula/article/view/51552 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/51014 |